9 1. 2. RDI status...13 1. 2. 1. General RDI status...13 1. 2. 2. Higher education research organisations...
Distribution of the R&d expenditures of higher education by areas of science (a total of 67 billion HUF in 2012)..16 Figure12:
Corporate participation in higher education research projects...17 Figure13: Distribution of expenditures in the major research projects of the HAS by areas of science...
University of Debrecen DRS...Danube Region Strategy EDP...Entrepreneurial Discovery Process EKD...Individual Government Decision EMMI...
Higher education and Industrial Cooperation Centre FP7...Framework Programme for Research and Technological Development FTE...Full Time Equivalent GDP...
University of Pécs RIS3...Regional innovation strategy based on smart specialisation (national/regional research and innovation strategy for smart specialisation) RIA...
%while that of the higher education sector was almost 19%.1. 2. 2. Higher education research organisations Most of the data come from the processing of the S3-related questionnaires realized in 2014 in the cooperation of EMMI and NIH RDI,
and filled by the higher education institutions. We received a response from 28 higher education institutions relevant to S3.
So we have a virtually complete view of the projects in the higher education sector which are significant from our perspective.
The most important areas of higher education research are the health sciences, the natural sciences and the technical sciences.
The proportion of social sciences and humanities in higher education is higher than in the rest of the sectors.
Figure11: Distribution of the R&d expenditures of higher education by areas of science (a total of 67 billion HUF in 2012) Source:
KSH 17 We examined also in respect of the research carried out in the higher education sector the frequency of the collaboration of higher education and the companies in research projects within each discipline.
The higher education sector collaborated with the company in 37.4%of the more than 2, 400 research projects,
which is considered high. However, the collaboration rate significantly differs in certain disciplines: it is the highest, over 50%,in the agricultural sciences and the technical sciences,
Corporate participation in higher education research projects Source: Higher education S3 questionnaire, EMMI-NIH RDI Observatory, 2014 1. 2. 3. Research of the HAS The Hungarian Academy of Sciences in a major player in the domestic R&d domain,
so we examined the research activities of the Academy as well (in addition to higher education). The data are from the processing of the S3-relevant questionnaires filled by the institutes of the HAS:
we received responses from 14 institutes out of the 10 research centres and 5 research institutes as well as from 24 university research teams sponsored by the HAS. 4
So we had an almost complete picture of the projects of the has carried research institutes out in collaboration with the companies. 4 According to the information received from the HAS,
Most decentralized is the higher education sector, where the majority (in FTE) works outside Budapest or the central region owing mostly to the research-intensive universities of Baranya, Csongrád and Hajdú-Bihar counties.
On the other hand, the institutional sector is centralized highly: 80%of researchers work in Budapest and Pest county.
Here, the R&d expenditure of the higher education institutions precedes that of the corporate sector. In the case of Csongrád and Fejér counties, the performance of the government sector is also important,
and it must be noted that higher education has a very high rate in Hajdu-Bihar. This shows the strong regional role of the three major academic centres.
%and that of the higher education sector is 19%.%In higher education, the collaboration rate significantly differs in certain disciplines:
it is the highest, over 50%,in the agricultural sciences and the technical sciences, and it is the lowest in the social sciences and the humanities.
as well as the promotion of partnerships between the universities, research institutions and innovation and technology centres.
Internationally high-standard institutions of higher education, also in the major provincial cities. Research and innovation environment, organisations, infrastructure and services:
More and more promising partnerships are established between the large companies and the universities. Start-up companies implementing world-class development with high growth capabilities appear.
The higher education institutions engaged in basic research, as well as the research centres of the has performed well compared to rivals in the region in the European union Research and Technological Development Demonstration Framework Programme (FP7).
The university and college R&d potential increases, knowledge centres are created, increasing economic openness. Many trans-European transport routes cross the region;
Lack of knowledge map in the universities. Very low wages to researchers in the international comparison.
Lack of entrepreneurship in the universities and research institutes, which can be caused by the sometimes contradictory and vague legislation and, in a sense, the over-regulated system.
and institutional learning is slow. The networking of the companies is low. The undertakings have a very low level of
The capacities and competences of the universities and the research institutes are linked to the corporate and public orders weakly compared to the possibilities.
The determination of the faculties and the training programmes of higher education do not reflect the economic needs,
The high-quality higher education, which is currently operating in the industrial and agricultural zones, moves the big cities and their surroundings towards a knowledge-based economy,
if the university knowledge centres are strengthened and can put their research results effectively into practice and education,
Adjusting the trends of higher education to the economic needs improves the situation of trained young people in the rural university towns (Csongrád,
Development of natural science and technical education. Approach which manages more areas of science at the same time and in one system;
The participants of the working groups responsible for each sector involved the universities, research institutes, industrial platforms, clusters and the competent ministries.
basic types of organizations, namely, the universities as the organization training and spreading knowledge, the government research organizations which are engaged organizations in controlled strategic basic and applied research,
which is connected also to the mutual relations of the universities, the industry and the government.
Grouping of the RDI actors involved in the design Quadruple helix elements Groups Organisation Science Higher education institutions Universities Colleges Research institutes Academic and sectoral (public
The participants of the regional S3 working groups involved the representatives of the universities, research institutes, sectoral platforms, clusters and companies of the three counties in each region.
universities, research institutes, platforms, clusters, technology transfer organisations and incubators civil organisations and chambers entrepreneurs:
which operates a transparent, stable and supportive institutional structure for 43 the innovative companies, the research and educational institutions and the civil society,
as well as the maintenance of the operational programmes require continuous learning, feedback and development during the seven-year planning cycle.
which envisions an internationally competitive specialization-learning-alignment process which works on the long term, and the strengthening of an STI ecosystem. 3. 2. Classification of the Hungarian counties In order to ensure that the domestic regions,
research and educational institutions, government, civil society and citizens, collectively, the quadruple helix) consciously look for and exploit the opportunities for cooperation at the local level in respect of all three visions.
researchers, universities, research centres, university knowledge centres, etc. -public administration: counties, National Innovation Office, etc.
The RDI performance in the knowledge regions is determined by the academic sector (higher education institutions and HAS research institutes),
ICT and agricultural sciences Expenditures of HAS research (by sectors) pharmaceuticals, energy, ICT R&d expenditures of higher education technical sciences, natural sciences, medical sciences Smart production innovative manufacturing
chemical industry, vehicle industry, manufacture of electrical equipment, electronics, rubber/plastics manufacturing, food industry, machine industry Sustainable society corporate participation in higher education research
and higher education institutions and undertakings at Union level, increasing the social capital of the national institutions and exploitation of opportunities for cooperation with internationally renowned institutions.
and universities are aligned not with the research needs of the industry. So-called soft innovation support instruments should be used also
Promotion of R&i investments of undertakings and creation of links and synergies between research and development centres and the higher education sector, particularly with regard to product and service development, technology transfer, social innovation, eco
Hungarian Region Promotion of R&i investments of undertakings and creation of links and synergies between research and development centres and the higher education sector, particularly with regard to product and service development, technology transfer, social innovation
KTIA CCHOP Increasing knowledge capital In the framework of smart specialization, specializing the profiles of the research institutes, higher education institutions, clinics, health care research institutions and research hospitals, building of the knowledge triangle,
that is, supporting the interconnections of education-research-industry and supporting the collaborations of the companies and higher education and academic institutions;
Increasing research, innovation and smart specialisation in human areas ESF, KTIA HRDOP Infrastructural investments in order to strengthen social cooperation Supporting regional service providing higher education
and knowledge transfer between higher education and labour market and the knowledge and technology transfer services (particularly in smart specialisation).
supports the strengthening of the interfaces be education-research-industry (knowledge triangle) and the (public services and higher education institutions, the basic research related to the domestic key technologies and main economic sectors as well as the expansion
of young researchers, further the harmonization of the university-academic and corporate capacities. Enhancing smart specialisation in frontier research ERDF,
KTIA HRDOP 75 Infrastructural investments Promoting the purchase of devices and instruments in higher education, which relate to smart specialization
and support interventions ensuring scientific supplies Infrastructural development of quality higher education ERDF, KTIA HRDOP Increasing the R&d activity and adaptation,
technological development and innovation Promotion of R&i investments of undertakings and creation of links and synergies between research and development centres and the higher education sector,
research and development centres and the higher education sector open innovation HRDOP In the framework of smart specialization, specializing the profiles of the research institutes, higher education institutions, clinics, health care research institutions and research hospitals
and supporting the collaborations of the companies and higher education and academic institutions increasing the international integration of basic research in the Horizon 2020 projects
supports the strengthening of the interfaces be education-research-industry (knowledge triangle) and the (public services and higher education institutions, the basic research related to the domestic key technologies and main economic sectors as well as the expansion
of young researchers, further the harmonization of the university-academic and corporate capacities. Purchase of instruments and devices related to smart specialisation and supporting the interventions ensuring a new research generation in higher education 77 RDP Increasing the R&d activity and adaptation,
and innovation performance in agribusiness undertakings Strengthening of cooperation between the stakeholders in agribusiness and certain stakeholders in research and innovation,
research and development centres and the higher education sector product and service development networking and clusters open innovation HRDOP building the knowledge triangle,
and supporting the collaboration of the companies and the academic and higher education institutions increasing the number of researchers by providing supplies,
encouraging international and inter-sectoral mobility of researchers promoting the interfaces of education-research-industry (knowledge triangle) and the (public services and higher education institutions, expansion of junior researchers,
coordination of the academic/university capacities and the corporate capacities Purchase of instruments and devices related to smart specialisation and supporting the interventions ensuring a new research generation in higher education RDP Increasing the R&d
and supporting the collaboration of the companies and the academic and higher education institutions Purchase of instruments and devices related to smart specialisation and supporting the interventions ensuring a new research generation in higher education RDP Increasing the R&d activity and adaptation,
and partnering between higher education institutions, academic research organisations, public nonprofit research organisations, other public research organisations, research and technological centres, large enterprises and micro-,small-and medium
, the talented students, 30 Publicly financed research site: higher education institutions, academic research centres and state-owned nonprofit research centres 79 doctoral students carrying out their research there.
As a result of the research and development made in the"open lab",new undertakings, spin-offs and start-ups can be set up.
The"open labs"should operate on the basis of a public and transparent operation method and management.
Higher education and Industrial cooperation Centre (hereinafter referred to as FIEK) pilot In the framework of FIEK,
a broad cooperation between the industry and higher education sectors will be established along the national priorities formulated in the smart specialisation strategy.
as well as to promote the practice-oriented education of students and doctoral students and the learning of innovative professional methods as well as to develop entrepreneurial skills.
Several higher education institutions, research institutes, many large companies and small and medium-sized enterprises are involved in the collaboration along the"quadruple helix".
"The participants of FIEK aim to jointly develop the curricula and the teaching methods of the branches corresponding to the technological needs of the sector,
coordinate their accreditation activities and develop the structure and content of the practice-oriented training.
It is to be expected that the cooperation will promote the strengthening of the Hungarian industry in the field of European R&d&i.
the needs of the economy appear in the education and research directions of higher education, 80 thus,
which provides R&d resources through the 10th TC, namely Investing in education, skills and lifelong learning. 83 Priority 2:
promoting access to opportunities of lifelong learning; updating the skills of employees, and matching education and training systems to labour market needs.
Ability of self learning and internal development. The comprehensive assessment and monitoring of the implementation of the S3 strategy will be continuous between 2015 and 2020.
Outcome indicators Specialization indicator unit base year base value target value Source frequency Systematic research number of publications published in a foreign language pc 2012 18,195
800 KSH annually R&d expenditure of institutional and higher education research centres as a percentage of GDP%2012 0. 43 0. 58 KSH annually Smart production R&d expenditure of the research
Dr. Mila Gascó, ESADE Business school Peter Baeck, Nesta Dr. Harry Halpin, IRI Dr. Esteve Almirall, ESADE Business school Frank Kresin, Waag
share learning and best practice, and seek funding and sustainable new business models. This research has identified the goals of policy,
5. 3 Research and Innovation support 5. 4 Dissemination & learning 5. 5 Evaluation 6. 1
from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and 3d printing facilities (maker spaces and hacker spaces.
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair.
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
The same goes for the way scientific research is being done with its culture being influenced through the ability to globally access
and share knowledge, culture, information and code and to undertake better collaboration within the research community.
which was born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
enhanced by the way technology is integrated within the learning environment. Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the development of policy and strategies and advocating
social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning and e-petitions. The main technological trends in DSI 0100 200 300 400 Arduino Smart Citizen Kit Fairphone Safecast OPEN NETWORKS Tor Confine Guifi. net Smart
& constructing informal learning networks: Fab academy; Institute for network culture; Coder dojo's; and more generally the hacking culture of sharing skills and knowledge. 46 Growing a Digital Social Innovation Ecosystem for Europe Arduino OPEN HARDWARE OPEN HARDWARE new ways of making
In 2005, Massimo Banzi, an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic devices using an open-source hardware board.
& learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe Policy Tools ECONOMIC INSTRUMENTS REGULATION LEGAL FRAMEWORKS RESEARCH AND INNOVATION
SUPPORT DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and instruments have to be deployed.
and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending,
or playground installations are funded by citizens themselves. Seed funding is a very early-stage investment,
and entrepreneurs together to create new digital products, new public services or learning programmes. The creation of a European network that would encompass regional innovation labs (both public
& NETWORKING TRAINING DSI networking and crowdfunding platform Fabacademy 5. 4 DISSEMINATION & LEARNING Growing a Digital Social Innovation Ecosystem for Europe 81 Firstly,
These indicators now include innovative entrepreneurship and innovation in firms, universities and public research institutes,
phased evaluation ü Avoid isolated evaluation ü Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc.)
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes could be created to provide financial support for large-scale DSI experiments across Europe.
health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct democracy, distributed energy, civic health and bottom-up smart city solutions.
whose goal it is to help‘students use new technologies to design and make products that can make a difference to their world',19 http://www. bmbf. de/en/19955. php about-city-budgets-heres
Ian Olney and Brian ferry Faculty of education University of Wollongong This paper describes a major development and research study that investigated the use of mobile technologies in higher education.
The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and ipod digital audio players (mp3 players.
Each teacher or team created pedagogies to implement appropriate use of a mobile device in different subject areas in higher education.
mobile learning, mobile technologies, mobile learning, authentic learning, design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
populations in university, but many university teachers are less than confident in their use. Even if a teacher is a competent and avid user of personal mobile devices,
he or she may feel ill-prepared to use them with students in pedagogically innovative and appropriate ways.
When these teachers seek to become informed of new technologies through conventional professional sources, such as journals,
descriptions and acronyms that currently abound in discussions on new technologies are likely to deter rather than facilitate teachers'self-directed learning in new technologies.
An alternative to personal learning is group-based professional development (PD) classes provided by universities.
These are often excellent sources of information and inspiration for university teachers, but few universities currently provide PD on personal mobile devices,
generally preferring to focus on more mainstream educational technologies such as computers, learning management systems software packages and audiovisual tools.
It is only at a surface level that widespread teacher PD appears to provide a solution.
Cox and Marshall (2007) listed five important reasons for knowing more about the impact of information and communication technologies (ICTS) on pedagogical practice and student learning, namely:(
b) directing teacher education programmes:(c) advancing national curricula;(d); ) designing or reforming classroom implementation and (e) analysing costs and benefits (p. 59).
Few of these functions are addressed if the professional development of teachers focuses principally upon instruction on the utility of mobile devices
and to engage students in authentic and meaningful tasks. In an extensive literature review of mobile learning, Naismith, Lonsdale, Vavoula and Sharples (2004) proposed six broad theory-based categories of activity in the field:(
1) Behaviorist theory-activities that promote learning as a change in observable actions (e g.,, Wood, 2004, classroom response systems for Proceedings ascilite Melbourne 2008:
Full paper: Herrington 420 providing feedback on multiple choice questions;(2) Constructivist theory-activities in which learners actively construct new ideas or concepts based on previous and current knowledge (e g.,
, Chesterman, nd, issues related to educational media explored through videos, documentaries, animations of educational concepts and news bulletins with mobile phones;(
3) Situated learning-activities that promote learning within an authentic context and culture (e g.,, Proctor & Burton, 2003, multimedia tools at the Tate Modern art gallery;(
4) Collaborative learning-activities that promote learning through social interaction (e g.,, Palm Inc.,2005, teacher trainers use of personal digital assistants PDAS to beam questions for a virtual treasure hunt to groups of teachers;(
5) Informal and lifelong learning-activities that promote learning outside a dedicated learning environment and formal curriculum (e g.,
, Wood, Keen, Bassu, & Robertshaw, 2003, breast cancer care in the delivery of text images and audiovisual materials to patients'PDAS during their course of treatment);(
6) Learning and teaching support-activities that assist in the coordination of learners and resources for learning activities (e g.,
It is perhaps this last category that has seen the most interest and activity in terms of the use of mobile technologies in universities to date, that is, practical and administrative functions rather than pedagogical purposes.
Similarly, in terms of student use of mobile technologies, the focus of the debate has been upon the problematic use of mobile phones in schools (e g.,
and to discover new pedagogies for the use of these new technologies to enhance the learning experience of students in higher education.
Aims and scope of the project The project investigated the educational potential of mobile devices, specifically,‘smartphones'(combined mobile phones and PDAS) and ipods, in tertiary education.
Originally, the project was focused on three devices commonly used by university students: mobile phones, PDAS and mp3 players.
or‘affordances'of the smartphone and ipod 2. Engage teachers from a Faculty of education using an action learning professional development framework to explore
and invent pedagogies appropriate to their students'use of a mobile device in completing a complex task within an authentic learning environment. 3. Implement the use of mobile technologies
and authentic tasks in learning activities over a period of 3-5 weeks in a range of different subject areas. 4. Describe,
and professional development activities through a dedicated website and a published handbook. 5. Implement the professional development activities for mobile learning across other faculties at the University of Wollongong
and disseminate in web-based template form to other universities across Australia and overseas. The following questions framed the research:
and learning in higher education? 2. What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
3. What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
4. What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
The project used a design-based research approach (e g.,, Reeves, 2000; Reeves, Herrington & Oliver,
Authentic learning (Herrington & Oliver, 2000; Herrington & Herrington, 2006) provided the basis for the pedagogical activity while action Proceedings ascilite Melbourne 2008:
Herrington 421 learning was adopted as the framework for professional development. Both theories reflect a constructivist epistemology emphasising group collaboration in the creation of further knowledge and understandings.
Authentic learning situates students in learning contexts where they encounter activities that involve problems and investigations reflective of those they are likely to face in their real world professional contexts (Brown, Collins, & Duguid, 1989;
Herrington and Oliver (2000) have identified nine characteristics of authentic learning: authentic contexts that reflect the way the knowledge will be used in real-life authentic activities that are complex,
Action learning (Revans 1982) was adopted as a professional development framework to assist in the design of each teacher's learning environment.
The approach typically involves a small group of colleagues solving workplace problems utilising their own processes of sharing, reflection and facilitation (e g.,
comprising investigation of the devices themselves and their functionality, the design and implementation of action learning professional development sessions for university teachers,
and learning in higher education. This phase was conducted over the first six months of the project.
Palm Treo 680 smartphones and Apple 30g ipods were purchased by the University from Teaching and Learning funds, for use in the professional development workshops and implementations with students in classes.
Summary of project processes and outcomes m-learning affordances What are the technology affordances of smartphones,
and mp3 players in higher education? m-learning professional development What are appropriate strategies for the PD of higher ed teachers in the pedagogical use of m-learning devices?
m-learning strategies What pedagogical strategies facilitate the use of mlearning devices in authentic learning environments in higher education?
m-learning principles What pedagogical principles can guide the use of m-learning devices in authentic learning environments in higher education?
Phase 1 Phase 2 Phase 3 Phase 4 Year 1 Year 2 Yr 2 & beyond Semester 1 august Dec 06) Semester 2 jan
and location of best practice exemplars in HE Preliminary planning of workshops Preparation and planning of workshops Workshops for Faculty teachers on the development of authentic tasks using devices in pedagogically appropriate ways Trialling
Science education Physical education Visual Arts education Maths education IT in education Multimedia education Web-based learning Literacy education Reflective practice Adult education Final
workshops Formative evaluation of learning environments and project website Effectiveness evaluation of 12 learning environments Effectiveness evaluation of whole project Peer review of chapters by team
Seminars and brainstorming sessions were held also to create a catalogue of educational affordances to provide a useful reference on the functions and usefulness of each device prior to the design of learning activities.
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
Twelve teachers in the Faculty of education, agreed to be involved in the development of pedagogies for subject areas in the pre-service teacher education program.
‘An individual's likelihood of voluntarily making use of a particular type of technology for a learning-related purpose is a function of four‘E's:
the environmental context, the individual's perception of educational effectiveness and of ease of use, and the individual's sense of personal engagement with the technology'(p. 219).
and IT staff in the Faculty and University in consultation with the project leaders and project manager.
The PD used an action learning approach rather than a fully preplanned scope and sequence of activities.
Action learning is described by Revans,(1982) as an inquiry-based approach for professional learning that focuses on the personal concerns or interests of the participants.
The PD framework generally took the form of regular action learning meetings where project members,
As such, the workshops represented a‘group learning process'in which teaching ideas were discussed, and refined through all phases in an ongoing cyclical process.
In this way, the workshop model is one that any university or institution could readily adapt
Faculty-or Department-wide solution to a problem rather than draw on outside experts to advise on‘correct'procedures.
and worked within the workshop environment to plan an authentic learning environment that comprised 4-6 weeks (about a third of a semester).
When teachers had designed their learning tasks, they were able to trial their ideas in the PD group during this phase,
and plan procedures to evaluate their learning environment when they were implemented in Phase 3. By the end of Phase 2,
the teachers had designed learning environments ready to be implemented in Phase 3, each comprising: an authentic task (to be completed over a period of 4-6 weeks), a range of resources, appropriate supports and integrated assessment strategies.
Evaluation and testing of solutions in practice (Semesters 3 and 4) During Phase 3, the learning tasks were implemented
and evaluated with students in classes conducted over two semesters. The focus of the project moved to the third research question:
What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
One class set (25) of each device was used in this phase to ensure specific affordances were available to students as they completed a task.
Students were issued with an appropriate device on loan to use individually or in groups, as they completed the given
teachers used data collection methods such as focus group interviews, observations, video recordings, individual interviews, journals, weekly logs, reflective essays, student blogs
teachers had implemented the learning tasks (with appropriate resources, supports and assessment items) and uploaded descriptions of pedagogies to the project website.
What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
and to disseminate them in a freely accessible and customisable manner to teachers in higher education.
and exemplars of the pedagogies developed for the m-learning devices. A practical edited book (currently in preparation) will also offer advice
and modelling of the implementation and pedagogy of mobile devices, using a theoretical foundation of authentic learning, rather than a transmissive, technology-driven perspective.
a compilation of the learning tasks(‘pedagogies')created by the teacher/researchers, a two day conference showcasing the pedagogies from the project,
currently no specific and cohesive national policy on the use of mobile technologies in learning exists in Australia.
authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants.
The project involved 19 people including teachers, IT and PD personnel from the university. It was a large and ambitious project that resulted not only in a range of innovative pedagogies,
The individual projects covered a range of subject such as physical education, adult education literacy, teacher professional learning, ICT, science education, visual education albeit all were within the Faculty of education.
Further information on the projects and their pedagogies can be found in individual publications (such as, Brickell & Herrington, 2007;
but to a range of other contexts requiring a self-reliant action learning approach. The actionlearning nature of the professional development lends itself to the ready adaptation,
The proliferation of mobile devices has proceeded throughout society at such a rate that higher education can no longer avoid exploring the educational potential of these tools.
Acknowledgments Support for this paper has been provided by The Carrick Institute for Learning and Teaching in Higher education Ltd, an initiative of the Australian Government department of Education, Science and Training.
The views expressed in this paper do not necessarily reflect the views of The Carrick Institute for Learning and Teaching in Higher education.
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